Concept cartoons (Naylor & Keogh, 1999; Naylor et al, 2007) are a popular means to stimulate reasoning with science concepts among children from the age of 8 – 18. The concept cartoons also provide a natural context for children to design their own experiments. Show children a concept cartoon, have some discussion, and then ask them to design an experiment to provide evidence for or against one of the statements in the cartoon, and the children rush off to set up an experiment. They get into the activity so quickly that the teacher even has to slow them down and force them to think through their ideas more carefully and that is where the challenge is, to get them to think and to reason and yet maintain the enthusiasm. In our research we tried out concept cartoons experiments in grade 5 (age 11) and we describe some of the typical difficulties children have in making a claim, designing an experiment, and using the results to reconsider their claim.
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Learner metacognition is one of the most influential factors that positively affects learning. Previous work shows that game-based learning can contribute to supporting and developing metacognitive knowledge and skills of learners. While there are many specific examples of such games, it remains unclear how to effectively design game-based learning environments to achieve this in an effective way. In other words: there is sufficient case-specific evidence, but limited design knowledge derived from such cases. In this paper, we attempt to identify such intermediary design knowledge that resides between specific games and generalized theory. We present three design experiments where game-based metacognitive training is evaluated in real-world educational settings. We collected insights regarding usefulness, motivation, usage, effort, and metacognition among participating students. From these experiments we identify what was learned in the form of design recommendations and, as such, contribute to collecting intermediary design knowledge for designing game-based metacognitive training.
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Aim: There is often a gap between the ideal of involving older persons iteratively throughout the design process of digital technology, and actual practice. Until now, the lens of ageism has not been applied to address this gap. The goals of this study were: to voice the perspectives and experiences of older persons who participated in co-designing regarding the design process; their perceived role in co-designing and intergenerational interaction with the designers; and apparent manifestations of ageism that potentially influence the design of digital technology. Methods: Twenty-one older persons participated in three focus groups. Five themes were identified using thematic analysis which combined a critical ageism ‘lens’ deductive approach and an inductive approach. Results: Ageism was experienced by participants in their daily lives and interactions with the designers during the design process. Negative images of ageing were pointed out as a potential influencing factor on design decisions. Nevertheless, positive experiences of inclusive design pointed out the importance of “partnership” in the design process. Participants defined the “ultimate partnership” in co-designing as processes in which they were involved from the beginning, iteratively, in a participatory approach. Such processes were perceived as leading to successful design outcomes, which they would like to use, and reduced intergenerational tension. Conclusions: This study highlights the potential role of ageism as a detrimental factor in how digital technologies are designed. Viewing older persons as partners in co-designing and aspiring to more inclusive design processes may promote designing technologies that are needed, wanted and used.
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Our current smart society, where problems and frictions are smoothed out with smart, often invisible technology like AI and smart sensors, calls for designers who unravel and open the smart fabric. Societies are not malleable, and moreover, a smooth society without rough edges is neither desirable nor livable. In this paper we argue for designing friction to enhance a more nuanced debate of smart cities in which conflicting values are better expressed. Based on our experiences with the Moral Design Game, an adversarial design activity, we came to understand the value of creating tangible vessels to highlight conflict and dipartite feelings surrounding smart cities.
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Over the past decade, the Institute of Network Cultures has led several applied research projects about new (digital) publishing models: the Hybrid Publishing Toolkit, Urgent Publishing and Going Hybrid. Time and again, publishers, designers, coders, authors, and readers bring up the same problem: the ‘book publishing industry’ fails to fulfill the promise of a rich multi-media reading experience in the digital era. Many digital tools for publishing experiments remain marginal, while traditional publishers and big tech platforms shy away from new formats. Audio and video integration — technically possible for a good three decades — is all but absent. Book sales keep decreasing. Young people read less and less, both online and offline. All in all, it becomes increasingly harder to sustain indy and experimental publishing practices while the regressive gap between so-called real paper books and the ‘virtual’ social media swiping keeps growing. Gutenberg the Second, where are you now that we need you?
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Stakeholders must purposely reflect on the suitability of process models for designing tourism experience systems. Specific characteristics of these models relate to developing tourism experience systems as integral parts of wider socio-technical systems. Choices made in crafting such models need to address three reflexivity mechanisms: problem, stakeholder and method definition. We systematically evaluate application of these mechanisms in a living lab experiment, by developing evaluation episodes using the framework for evaluation in design science research. We outline (i) the development of these evaluation episodes and (ii) how executing them influenced the process and outcomes of co-crafting the process model. We highlight both the benefits of and an approach to incorporate reflexivity in developing process models for designing tourism experience systems.
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In this article, we investigate how small museums running on volunteers deal with the challenge of innovation given that the future is becoming more digital. From the literature, little is known about the strategies and practices for designing innovative visitor experiences in small museums and about the skills needed for doing so. In particular, we were interested in understanding how professionals working in small museums design experiences that mainly appeal to and engage a younger public and how digital innovation can play a role in both attracting and keeping such audiences engaged with the museum. Our most important conclusion is that the question of “how to innovate” is misplaced and that small museums rather need to capitalize on the strong tie with the community they serve. Only in this way can they lower the threshold to access and connect to a broader public that is younger and more diverse.
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The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reason during science lessons. In line with the idea of scaffolding, the structure of the PDP targeted teachers' gradual independence in designing lessons. The first research question is how scaffolding was enacted during the PDP. The analysis of video recordings, field notes, researcher and teacher logs, and teacher design assignments focused on the enactment of three scaffolding characteristics: diagnosis, responsiveness and handover to independence. The second research question concerns what teachers learned from the participation in the PDP that followed a scaffolding approach. The data analysis illustrates that these teachers had learned much in terms of designing and enacting language-oriented science lessons. In terms of diagnosis and responsiveness, our PDP approach was successful, but we problematise the ideal of scaffolding approaches focused on handover to independence.
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Educational institutions in higher education encounter different thresholds when scaling up to institution-wide learning analytics. This doctoral research focuses on designing a model of capabilities that institutions need to develop in order to remove these barriers and thus maximise the benefits of learning analytics.
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In two projects I have experimented with student designing their own assessment. One project was for a minor with only a few participants, so suitable for the experiment. The other was a regular course with approximately 50 students where the assessment form was partially free. I have done this project for over more than 10 years now. In this project every project group of students gets the assignment to let the other students experience what they have learned in their project. We would like to discuss how we can give students the opportunity to design their own assessment and still measure intended learning outcomes. And how can we learn from different cultures (between programs, faculties, universities and countries) in facilitating students to design their own assessment. Besides, we think by giving students more control over their own learning we will challenge students to focus on thriving and not just surviving.
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